20.500.12556/DKUM-94897 Zastopanost elementov bralne pismenosti v učnih načrtih študijskih programov 1. in 2. stopnje razredni pouk in predšolska vzgoja Representation of reading literacy elements in the curricula of first- and second-cycle study programmes in primary and preschool education Prispevek prikazuje rezultate analize študijskih programov Predšolska vzgoja in Razredni pouk z vidika bralne pismenosti. Elementi bralne pismenosti niso prisotni v vseh analiziranih učnih enotah. Največ jih je v učnih enotah, povezanih z obravnavo mladinske književnosti in jezika (slovenskega in angleškega). Najopaznejša je prisotnost prvega (govor) in petega gradnika bralne pismenosti (besedišče). Zadnji je z vidika študija ključni gradnik, saj zajema usvajanje in širjenje besedišča za uspešno branje z razumevanjem, učenje in sporazumevanje, razumevanje pomena besed in njihovo uporabo pri sprejemanju in tvorjenju besedil ter uporabo jezikovnih virov in priročnikov. Pomembno zastopana sta tudi gradnika razumevanje in tvorjenje besedil. Gradnik kritično branje je v bistveno večji meri prisoten na drugi stopnji študija, ki od študenta pričakuje in zahteva ne le razumevanje prebranega, ampak tudi kritično razmišljanje, vrednotenje in vzpostavljanje odnosa do prebranega. The paper presents the results of an analysis of the study programmes Preschool Education and Primary Education from the perspective of reading literacy. Elements of reading literacy are not present in all of the analysed course units. They appear most frequently in units related to youth literature and language education (both Slovene and English). The most prominent are the first component (speaking) and the fifth component of reading literacy (vocabulary). The latter is a key component in academic study, as it involves the acquisition and expansion of vocabulary necessary for successful reading comprehension, learning, and communication. It also includes understanding word meanings and using them in both receptive and productive language tasks, as well as the use of linguistic resources and reference tools. The components text comprehension and text production are also substantially represented. The component critical reading is significantly more present at the second cycle of study, where students are expected not only to understand texts but also to engage in critical thinking, evaluation, and forming their own perspectives on what they have read. gradniki bralne pismenosti študijski program predšolska vzgoja študijski program razredni pouk učni načrti študenti building blocks of reading literacy preschool education study programme primary education study programme curriculum students true false true Univerza v Mariboru, Univerzitetna založba Slovenski jezik Angleški jezik Znanstveno delo 2025-08-29 03:32:21 2026-05-06 10:29:47 2026-05-07 03:10:30 0000-00-00 00:00:00 2025 0 Maribor 0 Str. 95-111 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-08-05 028:378 244232451 246907907 10.18690/um.pef.8.2025.5 RAZ_Sek_Polonca_2025.pdf RAZ_Sek_Polonca_2025.pdf 1 F1D93459588E4397B491EB6136B8EC9C a9b63cea7eb60275b68b11146d9b57e81d786fbb3b985b8bfd8014747533a9d2 ad22b378-4925-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205813 https://doi.org/10.18690/um.pef.8.2025.5 0 b9392570-4925-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205814 Pedagoška fakulteta Univerzitetna založba Univerze v Mariboru 0 0 0